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- Brage, Christina, et al.
(författare)
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Transferring information literacy skills from higher education into workplace information literacy contexts
- 2014
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Ingår i: ICERI2014 Proceedings7th International Conference of Education, Research and Innovation, Seville, Spain. 17-19 November, 2014. - : IATED. - 9788461684120 ; , s. 6177-6182
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to highlight the importance of the adjustment of Information Literacy skills training according to the development of new social media and how to prepare current and future generations to live and work in an information and economy-driven society. We would like to present and discuss some ideas on the practice of teaching and learning in the field of Information Literacy by introducing a model suited for higher education and work settings (Lantz & Brage 2006 a; Lantz & Brage 2006 b; Lantz & Brage 2013 a).
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| 2. |
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| 3. |
- Haralanova, Valentina, et al.
(författare)
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Developing a bicycle example as support for teaching product development in higher education
- 2014
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Ingår i: INTED2014. - : The International Academy of Technology, Education and Development. - 9788461684120 ; , s. 198-207
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Konferensbidrag (refereegranskat)abstract
- Based on previous experiences, making the subject Product Development understandable for the students' needs more and clear examples. In this case, it is easier for the students to understand if the products selected as examples are familiar to them. The idea was to make the students take the roles of design engineers, costumers, and users of the product which would be developed. That is the reason to select a student bicycle as example. A questionnaire, which was prepared and sent to students in different European countries, was used to collect the voice of the customer. Based on the gathered information, the process of product development was applied to achieve a conceptual design based on customers' requirements. This paper is presenting how a student bicycle example was developed and used in a product development course. In the preparation of the example two final year students were involved in cooperation with the authors of this paper. The result from this work was improved and modified by the authors to be suitable as a teaching example.
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| 4. |
- Khoshaba, Samir, et al.
(författare)
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Planning, accomplishing, and examining of an industrial project-based course within the field of product development
- 2014
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Ingår i: INTED2014. - : The International Academy of Technology, Education and Development. - 9788461684120 ; , s. 189-197
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Konferensbidrag (refereegranskat)abstract
- Participating in product development course requires not only learning the theory delivered in the lectures but also learn how to combine the knowledge developed in previous courses with the systematic way of thinking in order to take right design decisions. This aim is achieved in a best way, if the educational process is accomplished in cooperation with the industry. Organization of a course based on industrial projects is not an easy task. The most difficult issues are to find suitable projects for the topic, adequate for the size of the course, and to fit to the background of the students. Before starting such course, it needs huge efforts to plan and prepare right proportions of theories, examples, seminars, and project group consultations. Although everything would be planned and scheduled in details, many problems may show up during running the course. The problems can be conflicts and miscommunications within the groups, and/or miscommunications between student groups and companies or teachers. The mixture of program-and international students with different cultural-and educational background does not always make the situation easier. The fair assessment for individual students needs different approaches from the teachers' side when the examinations of the projects are based on the reports prepared by groups. This paper is presenting experiences from teaching a project-based Product Development course with real projects from the industry. The course is given in English for program-and international students.
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| 5. |
- Maffei, Antonio, 1982-, et al.
(författare)
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CHARACTERIZATION OF THE STUDENT PERCEPTION OF THE CONCEPT OF FLEXIBILITY IN THE MANUFACTURING DOMAIN : HIGHLIGHTING THE PATTERNS OF EFFECTIVE LEARNING
- 2014
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Ingår i: INTED2014. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT. - 9788461684120 ; , s. 4759-4767
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Konferensbidrag (refereegranskat)abstract
- The word "flexibility" is often abused and not univocally understood within the manufacturing science domain and in particular in the context of industrial automation. Since the raise of industrial robots in the 1960', different researchers and practitioners have been using such a common word with different meanings. This has generated a very articulated concept, spanning from capability of a system to increase the production volumes to ability to handle product mix variation. Several authors have tried to count the current meanings of such a word in manufacturing and someone arrived to more than 50 [1]!. In spite of this fuzziness in both the definition and scope, the concept of flexibility remain one of the cornerstones in the curriculum of industrial and production engineers, and it appears in many courses along the bachelor and master studies. The apparent paradox that higher education institutions have to teach things that are not even well-defined and agreed in the scientific world is, in fact, quite a usual practice. In order to clarify what is, or should be, learnt this work analyzes first the established literature to extract a "working" characterization of the flexibility concept. The resulting understanding is then used to represent the experts' perception of the topic which in turn is used as ideal level of understanding that a student should achieve her/himself when studying such a concept. The second phase of the work aims at disclosing and classifying the multifaceted perceptions of flexibility that two different classes of industrial engineering students have after two courses in which the focal concept of manufacturing flexibility has been presented using two different approaches. The research is based on a phenomenographic analysis of a series of well-designed interviews to the students [2]. The collected data have consequently been structured in a finite set of clusters according of: (1) the level of understanding of the key concept (as expressed in the Bloom's taxonomy [3]) and (2) the nature of the shown knowledge (as presented in the SOLO taxonomy [4]). The classification is then the basis for defining an epistemological sound approach to develop suitable teaching and learning activities to ensure optimal acquisition of the concept of flexibility.
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| 6. |
- Menagarishvili, Olga
(författare)
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ENHANCING TECHNOLOGY USE IN A TECHNICAL COMMUNICATION CLASSROOM AT A TECHNOLOGICAL UNIVERSITY IN SWEDEN
- 2014
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Ingår i: INTED2014. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT. - 9788461684120 ; , s. 1226-1232
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Konferensbidrag (refereegranskat)abstract
- Technical communication is a field that studies how people communicate in technical and workplace contexts. The importance of technology use in a technical communication classroom has been discussed. For example, according to Kastman Breuch, many industry partners, who provide internships and full-time employment to technical communication graduates, emphasized that "there were no specific 'tools' that students should learn, for they acknowledged that tools vary widely from workplace to workplace. However, they collectively voiced the expectation that students understand technologies and have the aptitude to learn them quickly; thus, they implied that students be very familiar with common and emerging technologies in their academic programs. What our industry partners were asking, in other words, was that students be technologically literate" [1, p.482]. Still, in some technical communication classes, technology use could and should be enhanced. In this paper, I will discuss several possible ways of doing that. In particular, I will describe several multimodal technical communication assignments and then analyze them using the technological literacy framework introduced by Kastman Breuch [1]. My goal is to provide clear recommendations for instructors who are considering enhancing technology use in a technical communication classroom. Similar techniques could also be used in academic writing or foreign language classes.
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